Online Video Creation by Undergraduates

Online Video Creation by Undergraduates

• Data from 752 Surveys– 333 needed for statistical sample size
• Collected at point of arrival to college
• Logistic, multinomial regression analysis
• Qualitative Data – Interviews, focus groups

"I wasn't the main person in charge of the video.

I just watched from the sidelines." - Female

"I've never really met a girl

that was very good at all those things.

Most [people] who are good at these

type of technological effects are males."

- Female

"It is like something you can

always talk about. And it's something

you can be proud of." - Male

"People can always edit the sound, the volume

and modify stuff, add subtitles." - Male

"It was so simple enough, it was

user-friendly. I managed to do everything on my own." - Male

Recommendations

1. Help with that first video.

2. Build computer confidence of women.

3. Design school projects carefully.

4. Make video creation look easy.

5. Make video creation look valuable.

6. Address effects of self-efficacy, stereotype threat and learned helplessness.

7. Support comfort with social risk.

8. Mentor international students.

Academic leaders should create learning environments

that support student exploration of video production, as an expanded conception of literacy, with sensitivity to gender and attention to instructional design.

Required School Projects:

55% of men and 41% of women

made videos. Why?

Gender Neutral Roles:

Slideshows, cellphones,

webcams, handheld cameras

"Male" Roles:

Performing,

Adding music, images, titles

Improving audio/video quality

Editing with clips

Video production

Consequences for Media Literacy

Goofy Gets

Transgressive

Access

No Time for Reflection

or Critique

Imitating the

Worst of Hollywood

Challenges Faced

by Instructors

Reflect

Analyze

Compose

• Model a short simple media production activity to inspire creative thinking & reduce tech anxiety
• Provide time for collaboration
• Establish clear expectations about audience, purpose & tone
• Ask students to reflect on the process of collaboration
• Ensure time for screening & critique

Non-Collaboration

The Major Production

Goes Unfinished

Take Action

All Style and

No Substance

In their own words...

Research Study

Conceptual Framework

Study Details

Results

Significant Concepts

Attitudes toward computers

• computer confidence
• tool use
• positive attitudes
• negative attitudes

Required School Projects

Gender Neutral Roles

"Male" Roles

55% of males

• Slideshows
• cellphones
• webcams
• handheld cameras

• Performing
• Adding music, images, titles
• Improving audio/video quality
• Editing with clips
• Video production

VS

41% of females

Technology acceptance

• ease of video creation
• value of video creation+
• self-perception of ability
• comfort with social risk

Mac (Apple) computer platform+

+ Gender-neutral

Engagement

Creativity

UPenn Mashup Contest

and Video Projects

Transmediation

Why?

http://wic.library.upenn.edu/wicideas/mashup/

Synthesis

Collaboration

CNI Project Briefing

http://tinyurl.com/strasser2009

December 13, 2011

http://tinyurl.com/strasser2009

http://tinyurl.com/lamastomato

Renee Hobbs

Anu Vedantham